Leadership 8th Habit

The 8th Habit: Understanding My Own Voice and Leadership Style
Stevan Kukic, PhD VP, Sopris West Educational Services stevek@sopriswest.com
3 Minute Management Course
Lesson One
An eagle was sitting on a tree resting, doing nothing. A small rabbit saw the eagle and asked him, "Can I also sit like you and do nothing?" The eagle answered: "Sure, why not." So, the rabbit sat on the ground below the eagle and rested. All of a sudden, a fox appeared, jumped on the rabbit and ate It. Management Lesson To be sitting and doing nothing, you must be sitting very, very high up.
Lesson Two
A turkey was chatting with a bull. "I would love to be able to get to the top of that tree," sighed the Turkey, "but I haven't got the energy." Well, why don't you nibble on some of my droppings?" replied the Bull. "They're packed with nutrients." The turkey pecked at the droppings, and found it actually gave him enough strength to reach the lowest branch of the Tree. The next day, after eating some more , he reached the second branch. Finally after a fourth night, the turkey was proudly perched at the top of the tree. He was promptly spotted by a farmer, who shot him out of the tree. Management Lesson Bullsh_t might get you to the top, but it won't keep you there.
Lesson Three
A little bird was flying south for the winter. It was so cold; the bird froze and fell to the ground into a large field. While he was lying there, a cow came by and dropped some dung on him. As the frozen bird lay there in the pile of cow dung, he began to realize how warm he was. The dung was actually thawing him out! He lay there all warm and happy, and soon began to sing for joy. A passing cat heard the bird singing and came to investigate. Following the sound, the cat discovered the bird under the pile of cow dung, and promptly dug him out and ate him. Management Lesson (1) Not everyone who sh_ts on you is your enemy. (2) Not everyone who gets you out of sh_ t is your friend. (3) And when you're in deep sh_t, it's best to keep your mouth shut!
This concludes your three minute management course.
Now, get out there!
Even a pat on the back isnt necessarily a good thing.
The Special Educators Blues

First Verse
(sung to Home, Home on the Range)
Oh, give me a job Makin bucks by the gob With the time and the money to say, We can meet all kids needs And write great IEPs, And the parents are happy all day!
-- adapted from Cal Evans
Chorus:
Special, Special, Special Ed Where the job and the money dont jive. Where seldom is heard An encouraging word, And the educators get eaten alive.
Second Verse
Now that preschool is here We bus kids far and near We got NCLB and AYP, too. And since were so good, People think that we should Serve A-D-D and autistic kids, too.
Chorus:
Special, Special, Special Ed Where the job and the money dont jive. Where seldom is heard An encouraging word, And the educators get eaten alive.
Third Verse
We got programs that work To help kids that have quirks. Some are weird, and some just act dumb. Then the Feds have some fun. We go back to square one, And we have to restructure it all.
Chorus:
Special, Special, Special Ed Where the job and the money dont jive. Where seldom is heard
An encouraging word, And the educators get eaten alive.
Effective Leadership
Has to have an explicit making-a-difference sense of purpose. Has to use strategies that mobilize many people to tackle tough problems. Has to be held accountable by measured and debatable indicators of success. Has to be ultimately assessed by the extent to which it awakens peoples intrinsic commitment, which is none other than the mobilizing of everyones sense of moral purpose.
Fullan, 2001
Lessons on Resilience
Leadership Secrets of Jean Luc Picard
Trust in others Confide in others Allow others control Serve purposes outside your own self-interest Forgive and forget honest errors Do not become confounded by your own miscalculations Ask for ideas, opinions, or suggestions Have the strength to experience and recover from failure Maintain composure Do not run away Retain a sense of hope
Make it So, Roberts & Ross
The best way to manage change is to allow it to happen.
Mintzberg et al., 1998
Leadership is Complicated
Leaders should have good ideas and present them well (the authoritative element) while at the same time seeking and listening to doubters (aspects of democratic leadership).
Fullan, 2001
Change leaders work on changing the context, helping create new settings conductive to learning and sharing that learning.
Fullan, 2001
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The Role of the Administrator who is committed to ALL students
Shoveling off the ramp

Rick Lavoie, 2007
Traits of Effective Leaders related to Inclusion Risk takers Accessible Collaborative (Trans v. Multi) Intentional (If you dont stand for something, youll fall for almost anything!) Interested in relationships
Rick Lavoie, 2007
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All exemplary leaders have six competencies: They create a sense of mission. They motivate others to join them on that mission. They create an adaptive social architecture for their followers. They generate trust and optimism, they develop other leaders. They get results. Bennis, 2007
Leadership A process of motivating people to work together collaboratively to accomplish great things.
Implications: 1. Leadership is a process, not a property of a person. 2. The process involves a particular form of influence called motivating. 3. The nature of the incentives, extrinsic or intrinsic, is not part of the definition. 4. The consequence of the influence is collaboration in pursuit of a common goal. 5. The great things are in the minds of both leader and followers and are not necessarily viewed as desirable by all parties. Vroom & Yago, 2007
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Basic Leadership Findings
Cognitive ability without social competence could not greatly affect leadership performance. Moss (1931) There are curvilinear influences of initiating structure and consideration on employee grievances and turnover. Fleishman and Harris (1962)
Zaccaro, 2007
Successful and effective leadership means, fundamentally, influencing others by establishing a direction for collective effort and managing, shaping, and developing the collective activities in accordance with this direction.
Zaccaro, 2007
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Traits and attributes of the leader that promote an ability to adapt and change ones behavior as the situation changes: Cognitive complexity Cognitive flexibility Metacognitive skills Social intelligence Emotional intelligence Adaptability Openness Tolerance for ambiguity
Zaccaro, 2007
Focus on Results + Interpersonal Skills
=
Effective Leadership
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The Four Imperatives of Great Leaders
Franklin Covey Co., 2007
The Four Imperatives of Great Leaders

Inspire trust among direct reports, superiors, and peers Align systems and work processes so they facilitate rather than hinder achievement Clarify purposes by articulating why goals are established and how individual work contributes to those goals Unleash the unique talents and contributions of people on their teams
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The Four Essential Systems that Drive Success

executionthe discipline of focusing on a few critical objectives with a process for achieving those objectives talentattracting, positioning, and developing individual workers in order to tap into their full potential core work processescreating clearlyunderstood and aligned work processes for each function of the team stakeholder or customer feedbackunderstanding the one thing you need to know about how your customers perceive you Franklin Covey Co., 2007
xQ (Execution Quotient)
Clarity of goals Commitment to goals Translation of goals into action Enabling the right people and teams Synergy of communication, trust, and processes Accountability for achieving or not achieving
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From Good to Great Leadership

Display high personal character Start small Excel at something Connect competencies and leverage combinations Use a nonlinear approach to become a better leader Build on your strengths Remedy fatal flaws
Ulrich, 2002
Leadership is a combination of Attributes X Results
Ulrich, 2002
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The Paradoxical Commandments of Leadership

1. 2. 3. 4. 5. 6. 7. 8. 9. People are illogical, unreasonable, and self-centered: love them anyway. If you do good, people will accuse you of selfish, ulterior motives: do good anyway. If you are successful, you win false friends and true enemies: succeed anyway. The good you do today will be forgotten tomorrow: do good anyway. Honesty and frankness make you vulnerable: be honest and frank anyway. The biggest men and women with the biggest ideas can be shot down by the smallest minds: think big anyway. People favor underdogs but follow only top dogs: fight for a few underdogs anyway. What you spend years building may be destroyed overnight: build anyway. Give the world the best you have and youll get kicked in the teeth: give the world the best you have anyway.
Kent Keith
Great Leaders Look in the mirror, not out the window, to apportion responsibility for poor results, never blaming other people, external factors, or bad luck.
From Good to Great , Jim Collins
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Top 10 To Do List for Change
Judy Elliott, 2004
10. Think out of the box 9. Use data-based decision making 8. Think in shades of graynot just black & white 7. Repeatedly say problems are our friends 6. Reallocate current resources
Top 10 To Do List for Change
Judy Elliott, 2004
5. Choose your targets well 4. Be systemic 3. Capitalize on strengths, remediate the weak, or simply clean house 2. Lead, direct, or get out of the way 1. Children first, children first, children always, always, first!
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Leadership is like Herding Cats.
Warren Bennis
Orbiting is responsible creativity: Exploring and operating beyond the Hairball of corporate mindset, beyond accepted models, patterns, or standards all while remaining connected to the spirit of the corporate missionwithout becoming entombed in the bureaucracy of the institution.
MacKenzie, 1996
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A New Surthrival Strategy

Any time a bureaucrat (i.e., a custodian of a system) stands between you and something you need or want, your challenge is to help that bureaucrat discover a means, harmonious with the system, to meet your need.
MacKenzie, 1996
If you are in a position of power and want to lead well, remember: Allow those you lead To leadwhen they feel the need. All will benefit.
MacKenzie, 1996
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To be fully free to create, we must first find the courage and willingness to let go: Let go of the strategies that have worked for us in the past Let go of our biases, the foundation of our illusions Let go of our grievances, the root source of our victimhood Let go of our so often denied fear of being found unlovable. If you stop letting go, your creative spirit will pass out.
MacKenzie, 1996
Ten Principles of Power

1. Persuasion 2. Patience 3. Gentleness 4. Teach-ability 5. Acceptance 6. Kindness 7. Knowledge 8. Discipline 9. Consistency 10.Integrity
1997 Covey Leadership Center, Inc.
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Factors That Affect the Power Principle

Vision-Where are you going? Risk-Are you coming with me? Capacity-Can you be honorable? History-Have you been honorable with me? Credibility-Why should I listen to you?
Six Disciplines of Credibility 1. Discovering your self 2. Appreciating constituents 3. Affirming shared values 4. Developing capacity 5. Serving a purpose 6. Sustaining hope
Kouzes & Posner, 1993
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Greatness
The call and need of a new era is for greatness. Its for fulfillment, passionate execution, and significant contribution. These are on a different plane or dimension. They are different in kindjust as significance is different in kind, not in degree, from success. Covey, 2004
The Souls Search For Meaning Deep within each one of us there is an inner longing to live a life of greatness and contributionto really matter, to really make a difference. You have the potential within you. We all do. It is the birthright of the human family.
Covey, 2004
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Principle-centered living is not an end in itself. Its the means and the end. Its the quality of our travel along lifes road. Its the power and peace we experience each day as we accomplish what matters most. In a principle-centered life, the journey and destination are one.
Covey, Merrill, & Merrill, 1994
The Speed of Trust

As my son says, There is nothing as fast as the speed of trust. Its faster that anything you can think about. Its faster than the internet, for when trust is present, mistakes are forgiven and forgotten. Trust is the glue of life. It is the glue that holds organizations, cultures and relationships together. Covey, 2004
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The combination of Who the leader is + What the leader does determines success. Character + Competence = Trustworthiness
From Covey and many others
Trustworthiness
Character
Integrity Maturity Abundance Mentality
Competence
Technical Conceptual Interdependency
Be
Do
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The Secret
Ask Believe Receive
Jack Canfield
Mother Teresa was brilliant. She said, I will never attend an anti-war rally. If you have a peace rally, invite me. She knew. She understood The Secret. Look what she manifested in the world.
The Secret, 2006
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Michael Bernard Beckwith

Whats beautiful about the teaching of The Secret is that theres more than enough to go around for everyone.
The Secret, 2006
James Ray
Every Great teacher who has ever walked the planet has told you that life was meant to be abundant. The essence of this law is that you must think abundance; see abundance, feel abundance, believe abundance. Let no thought of limitation enter your mind.-
Robert Collier
The Secret, 2006
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Dr. Joe Vitale
You know when people start to live from their heart and go for what they want, they dont go for the same things. Thats the beauty of this. We dont all want BMWs. We dont all want the same person. We dont all want the same experiences. We dont all want the same clothing. We dont all want(fill in the blank).
The Secret, 2006
Dr. Denis Waitley

Most of the leaders in the past missed the great part of The Secret, which is to empower and share with others.
This is the best time to have ever been alive in history. Its the first time weve ever had the power to gain knowledge at our fingertips. The Secret, 2006
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Whether you think you can or think you cant, either way you are right.
-Henry
Ford (1863-1947)
Daddy, If you want to, you can.

Stephanie
Kukic, Age 4, 1983

The Secret, 2006
Follow your bliss and the universe will open doors for you where there were only walls. Joseph Campbell
The Secret, 2006
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The Secret
Ask Believe Receive
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Circle of Influence
Circle of Concern
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Big Rocks
Urgent Urgent Important I II Not
Not important
III
IV
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Covey, 2004
Covey, 2004
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--Covey, 2004
Inner Drive
The inner drive to 1) Find Your Own Voice, and 2) Inspire Others to Find Theirs is fueled by one great overarching purpose: Serving human needs.
Covey, 2004
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Finding Your Own Voice

The pathway to finding your own voice is to: 1. Discover Your Voice by coming to understand your true nature. 2. Express Your Voice by cultivating the highest manifestations of these human intelligencesvision, discipline, passion and conscience.
Covey, 2004
The Capacity for paradox is the measure of spiritual strength and the surest sign of maturity.
Owning Your Own Shadow Robert A. Johnson 1991
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Limits and Potentials Each of us arrives here with a nature, which means both limits and potentials. We can learn as much about our nature by running into our limits as by experiencing our Palmer, 2000 potentials.
Honoring the Paradox

If we are to live our lives fully and well, we must learn to embrace the opposites, to live in a creative tension between our limits and our potentials. We must honor our limitations in ways that do not distort our nature, and we must trust and use our gifts in ways that fulfill (our) potentials. Palmer, 2000
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Burnout
One sign that I am violating my own nature in the name of nobility is a condition called burnout. Though usually regarded as the result of trying to give too much, burnout in my experience results from trying to give what I do not possessthe ultimate in giving too little!Palmer, 2000
My Gift
When the gift I give to the other is integral to my own nature, when it comes from a place of organic reality within me, it will renew itselfand meeven as I give it away.
Palmer, 2000
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Strengths and Limitations

Limitations and liabilities are the flip side of our gifts, a particular weakness is the inevitable tradeoff for a particular strength. We will become better teachers not by trying to fill the potholes in our souls but by knowing them so Palmer, 2000 well that we can avoid falling into them.
Vocation as Voice That insight is hidden in the word vocation itself, which is rooted in the Latin for voice. Vocation does not mean a goal that I pursue. It means a calling that I hear. Palmer, 2000
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We Teach Who We Are
Palmer, 1998
Teaching Ourselves
Knowing my students and my subject depends heavily on self-knowledge. When I do not know myself, I cannot know who my students are. The work required to know thyself is neither selfish nor narcissistic. Whatever self-knowledge we attain as teachers will serve our students and our scholarship well. Good teaching requires self-knowledge: it is a secret hidden in plain sight. Palmer, 1998
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The Essence of Reform

In our rush to reform education, we have forgotten a simple truth: reform will never be achieved by renewing appropriations, restructuring schools, rewriting curricula, and revising texts if we continue to demean and dishearten the human resource called the teacher on whom so much depends. Teachers must be better compensated, freed from bureaucratic harassment, given a role in academic governance, and provided with the best possible methods and materials. But none of that will transform education if we fail to cherishand challengethe human heart that is the source of good teaching. Palmer, 1998
Good Teaching
Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.
Palmer, 1998
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Dancing
My gift as a teacher is the ability to dance with my students, to teach and learn with them through dialogue and interaction.
Palmer, 2000
Bad vs. Good Teachers

Bad Teachers distance themselves from the subject they are teachingand in the process, from their students. Good teachers join self and subject and students in the fabric of life.
Palmer, 1998
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Courage to Teach
The courage to teach is the courage to keep ones heart open in those very moments when the heart is asked to hold more than it is able so that teacher and students and subject can be woven into the fabric of community that learning, and living, require.
Palmer, 1998
Identity and Integrity

Good teaching comes from the identity and integrity of the teacher.
Identity and integrity have as much to do with our shadows and limits, our wounds and fears, as with our strengths and potentials.
Palmer, 1998
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Identity and Integrity

Identity lies in the intersection of the diverse forces that make up my life, and Integrity lies in relating to those forces in ways that bring me wholeness and life.
Palmer, 1998
Vulnerability
We lose heart, in part, because teaching is a daily exercise in vulnerability. Unlike many professions, teaching is always done at the dangerous intersection of personal and public life.
Palmer, 1998
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Broken Paradox
We separate head from heart. Result: minds that do not know how to feel and hearts that do not know how to think. We separate facts from feelings. Result: bloodless facts that make the world distant and remote and ignorant emotions that reduce truth to how one feels today. We separate theory from practice. Result: theories that have little to do with life and practice that is uninformed by understanding. We separate teaching from learning. Result: teachers who talk but do not listen and students who listen but do not talk.
The world of education as we know it is filled with broken paradoxesand with the lifeless results:
Palmer, 1998
Teaching in a Community
To teach is to create a space in which the community of truth is practiced.
Palmer, 1998
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Developing and Using Your Voice

What is your voice? What are you doing to refine your voice physically, mentally, social/emotionally, and spiritually? How are you inspiring others to find their voices? Your colleaguesYour students
Maturity comes with age
Sometimes age comes alone!
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Growing old Mandatory Growing up Optional
Definition of Success
Success is peace of mind that is the direct result of self-satisfaction in knowing you did your best to become the best that you are capable of becoming. Wooden, 1934
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Seasons
Seasons is a wise metaphor for the movement of life. The notion that our lives are like the eternal cycle of the seasons does not deny the struggle or the joy, the loss or the gain, the darkness or the light, but encourages us to embrace it all and to find in all of it opportunities for Palmer, 2000 growth.
Autumn
Autumn is a season of great beauty, but it is also a season of decline. Nature scatters the seeds that will bring new growth in the springand scatters them with amazing abandon. Autumn is a paradox of dying and seeding.
Palmer, 2000
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Winter
Winteris a demanding season. It is a season when deaths victory can seem supreme. And yet the rigors of winter, like the diminishments of autumn, are accompanied by amazing gifts. One gift is beauty. Another gift is the reminder that times of dormancy and deep rest are essential to all living things. An even greater gift is the gift of utter clarity.
Palmer, 2000
Spring
Spring teaches me to look more carefully for the green stems of possibility: for the intuitive hunch that may turn into larger insight, for the glance or touch that may thaw a frozen relationship, for the strangers act of kindness that makes the world seem hospitable again.
Palmer, 2000
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Summer
Summers keynote is abundance. This fact of nature is in sharp contrast to human nature, which seems to regard perpetual scarcity as the law of life. The irony, often tragic, is that by embracing the scarcity assumption, we create the very scarcities we fear. In the human world, abundance does not happen automatically. It is created when we have the sense to choose community, to come together to celebrate and share our common store. Palmer, 2000
A Summertime Truth
Here is a summertime truth: abundance is a communal act, the joint creation of an incredibly complex ecology in which each part functions on behalf of the whole and, in return, is sustained by the whole. Palmer, 2000
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Grow Deep
NOT JUST TALL

Karen Kaiser Clark
Like wind rustling my leaves and bending by boughs, life flows from season to season. Even in the darkness it moves on, straining for the light. Unfailingly, the night gives in to dawn. Life is ever changing, always new. Many yesterdays slip into today. Yet, each sunrise offers a fresh new day. Tomorrow can never be now and for one of usmay never be known. Make the most of your moments and remember, change is not merely necessary for life, Life is changeGrowth is optional Choose wisely.
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Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure It is our light, not our darkness, that most frightens us. We ask ourselves, who am I to be brilliant, gorgeous, talented, and fabulous? Actually, who are you not to be?
YOU ARE A CHILD OF GOD.
Your playing small doesnt serve the world. Theres nothing enlightened about shrinking so that other people wont feel insecure around you. We were born to make manifest the Glory of God that is within us. Its not just in some of us, its in everyone. And as we let our own light shine, we consciously give others permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.
--Nelson Mandela, Inaugural Speech 1994
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Youve got to dance like nobodys watching and love like youll never get hurt.
I Hope You Dance

Lee Ann Womack
I hope you never lose your sense of wonder, You get your fill to eat but always keep that hunger, May you never take one single breath for granted, GOD forbid love ever leave you empty handed, I hope you still feel small when you stand beside the ocean, Whenever one door closes I hope one more opens, Promise me that you'll give faith a fighting chance, And when you get the choice to sit it out or dance. I hope you dance....I hope you dance.
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I hope you never fear those mountains in the distance, Never settle for the path of least resistance Livin' might mean takin' chances but they're worth takin', Lovin' might be a mistake but it's worth makin', Don't let some hell bent heart leave you bitter, When you come close to sellin' out reconsider, Give the heavens above more than just a passing glance, And when you get the choice to sit it out or dance. I hope you dance....I hope you dance. I hope you dance....I hope you dance.
(Time is a wheel in constant motion always rolling us along, Tell me who wants to look back on their years and wonder where those years have gone.) I hope you still feel small when you stand beside the ocean, Whenever one door closes I hope one more opens, Promise me that you'll give faith a fighting chance, And when you get the choice to sit it out or dance. Dance....I hope you dance. I hope you dance....I hope you dance. I hope you dance....I hope you dance.
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A Remarkable Convergence
Powerful Factors that are deeply compatibleindeed synergistic.
Moral purpose Understanding change Developing relationships Knowledge building Coherence making
Fullan, 2001
The Four Drivers of Innovation

1. Driver #1: Finding and Fostering Talent 2. Driver #2: Managers Matter 3. Driver #3: Relationships Matter 4. Driver #4: Keeping the Right Leaders
Mika, 2007
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Innovation and creativity are not the same thing. Creativity may spur innovation, but theres an element of action missing there.
Conchie in Mika, 2007
Employee engagement is highly related to the ability to innovate.
Mika, 2007
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Mike Morrison, dean of the University of Toyota, said that one approach to engaging employees is to incubate their ideas. You cant wait by the phone for a breakthrough idea, he said. You need knowledge, technique, and motivation. If one [element] is missing, you cant have an innovative environment.
Mika, 2007
The Four Categories of Innovators
1. 2. 3. 4.
Inventors Entrepreneurs High Achievers Super Mentors

Mika, 2007
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A bad relationship is a surefire way to kill innovation.
Conchie in Mika, 2007
Henry Ford once said that his success was merely a function of solving one simple, manageable problem at a time--and that anyone could do this. The challenge is to stay with it, and to do so in pursuit of a vision no less grand than anything ford ever accomplished: to actually live up to our mission and vision statements that glibly proclaim that all children will learn. But will they, really? This will only be accomplished, as the authors demonstrate, by systematically and aggressively identifying and solving problems as they emerge; by creating places of action, experimentation, and a willingness to test ideas that seem to hold potential for improving student achievement. As you will see, experimentation for them is no flimsy notion; it must be characterized by ongoing observation, monitoring, measurement, and adjustments until real progress and real results can be seen. Smoker in DuFour, et al., 2004
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In such an atmosphere, these schools sometimes abandoned an effective solution because a better one emerged deep into their implementation. Fortune favors the experimental mind.
Smoker in DuFour, et al., 2004
What schools most need now:
--to begin systematically harnessing the power of collective intelligence that already resides in the school to solve problems.
Smoker, in DuFour, et al., 2004
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We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we havent so far.
Ron Edmonds, 1982 in DeFour et al., 2004
Professional Learning Communities

--Differ from more traditional schools in the following substantive ways: 1. 2. 3. 4. 5. 6. Shared Mission, Vision, Values, and Goals Collaborative Teams Collective Inquiry Action Orientation and Experimentation Continuous Improvement Results Orientation DuFour, et al., 2004
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Shared Mission, Vision, Values, and Goals

Three Critical questions: 1. What is it we want all students to learnby grade level, by course, and by unit of instruction? 2. How will we know when each student has acquired the intended knowledge and skills? 3. How will we respond when students experience initial difficulty so that we can improve upon current levels of learning?
DuFour, et al., 2004
Clarity of Purpose
The fundamental purpose of the school is to ensure high levels of learning for all students.
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Educators in Professional Learning Communities maintain an unrelenting focus on student learning.
Collaborative Culture
The collaborative team is focused on learning.
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Collaborative Teams
The basic structure of the Professional learning Communities is composed of collaborative teams whose members work interdependently to achieve common goals. The team is the engine that drives the Professional Leaning Communities effort.
Collective Inquiry Into Best Practice and Current Reality
In each of the four schools, buildingshared knowledge was a critical step in finding common ground.
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The very reason that teachers work together in teams and engage in collective inquiry is to serve as a catalyst for action.
As Peter Senge concludes, the rationale for any strategy for building a learning organization revolves around the premise that such organizations will produce dramatically improved results.
Senge,1995 in DeFour et al., 2004
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Change leaders work on changing the context, helping create new settings conductive to learning and sharing that learning.
Fullan, 2001
A highly effective school leader can have a dramatic influence on the overall academic achievement of students.
Marzano, Waters, & McNulty, 2005
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First-Order Change vs. Second-Order Change
First Order-Change is incremental. It can be thought of as the next most obvious step to take in a school or district. It fine tunes the system through a series of small steps that do not depart radically from the past. Second-Order Change is anything but incremental. It involves dramatic departures from the expected, both in defining a given problem and in finding a solution. Deep change alters the system in fundamental ways, offering a dramatic shift in direction and requiring new ways of thinking and acting. Marzano, Waters, & McNulty, 2005
Leadership for First-Order Change:

Managing the Daily Life of a School
The Top 7 of 21 Responsibilities: Monitoring/Evaluating Culture Ideals/Beliefs Knowledge of Curriculum, Assessment, and Instruction Involvement in Curriculum, Assessment, and Instruction Focus Order
Marzano, Waters, & McNulty, 2005
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Leadership for Second-Order Change:
The 7 Responsibilities: Knowledge of Curriculum, Assessment, and Instruction Optimizer Intellectual Stimulation Change Agent Monitoring/Evaluating Flexibility Ideals/Beliefs Marzano, Waters, & McNulty, 2005
The Mantra of the Professional Learning Communities
We do whatever it takes.
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We are convinced that every student can and will achieve grade-level standards or above, and because of this conviction, every member of the Los Pen staff lives by a No Excuses, Whatever it Takes philosophy. We believe we can create a school of learners who can achieve future goals that up to this point would have been but a distant dream: goals of being the first in their family to graduate from a university, goals of braking the chain of history of poverty, goals if entering a profession. It is the power of our belief in the ability of every student to achieve success that makes us strong.
Darren Lopez, Principal, Los Penasquitos in DuFour, et al., 2004
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Every person is perfectly aligned for the trust and results he/she gets.
Kukic
Every organization is perfectly aligned for the results it gets.

Arthur Jones
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All organizations are perfectly aligned to get the level of trust they get.
Covey, 2006
SEE
GET
DO
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The effective school research challenged the longstanding belief that only those who has won the genetic lottery were capable of high levels of learning . Compelling evidence was presented to support two bold new premises: first, all students can learn and second, schools control the factors necessary to assure student mastery of the core curriculum.
Lezotte, 2004 in DuFour, et al., 2004
Communities of Effective Schools

Clarity of purpose Collaborative culture Collective inquiry into best practice and current reality Action orientation Commitment to continuous improvement Focus on results Strong principals who empower teachers Commitment to face adversity, conflict, and anxiety The same guiding phrase DuFour, et al., 2004
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A Call to Action
The relentless pursuit of excellence: Thriving on CHAOS!
C Collaboration with one purpose, to improve achievement H Hierarchy of tiered, effective, academic and behavioral interventions A All, Some, AND Few as the consistent focus O One child at a time, instructional decisions based on progress monitoring data S Systems change with coherence to Close The Achievement Gap
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RtI: The Process

1. 2. 3. 4. 5. 6. Screen Teach Intervene Probe Chart Adjust
Dickman, 2006
RtI: Ten Questions Parents Should Ask

1. 2. 3. 4. 5. 6. Is the school district currently using an RtI process to provide additional support to struggling students? What screening procedures are used to identify students in need of intervention? What are the interventions and instructional programs being used? What research supports their effectiveness? What process is used to determine the intervention that will be provided? What length of time is allowed for an intervention before determining if the student is making adequate progress? What strategy is being used to monitor student progress? What are the types of data that will be collected and how will student progress be conveyed to parents? Is a written intervention plan provided to parents as part of the RtI process? Is the teacher or other person responsible for providing the interventions trained in using them? When and how will information about a students performance and progress be provided? At what point in the RtI process are students who are suspected of having a learning disability referred for formal evaluation? Cortiella, 2006
7. 8. 9. 10.
74
Arizonas Three Tier Model
RtI in Colorado Levels of Instruction and Intervention

Intensive Level Interventions provided to students with intensive academic needs based on comprehensive evaluation
1-5%
Intensive Level Interventions provided to students with intensive/chronic behavior challenges based on comprehensive evaluation Targeted Level Interventions provided to students identified as at-risk of academic or social challenges due to behavioral issues Universal Level ALL students are taught expectations which are reinforced and monitored in all settings by all adults. On-going use of discipline and other types of data inform the design of interventions that are preventive and proactive
Targeted Level Interventions provided to students identified as at-risk and who require specific supports to make adequate progress in general education Universal Level ALL students receive research based, high quality, general education that incorporates ongoing universal screening, progress monitoring, and prescriptive assessment to design instruction
5-15%
mu Com
Fam
ilie
80-90%
nit
Academics
Behavior
y
75
Kansas Multi-Tiered System of Support (MTSS) Behavior

Student centered planning Customized function-based interventions Frequent progress monitoring to guide intervention design
Academics
More intense supplemental targeted skill interventions Customized interventions Frequent progress monitoring to guide intervention design
Supplemental targeted function-based interventions Small groups or individual support Frequent progress monitoring to guide intervention design
Supplemental targeted skill interventions Small groups Frequent progress monitoring to guide intervention design
All students, All settings Positive behavioral expectations explicitly taught and reinforced Consistent approach to discipline Assessment system and data-based decision making All students Evidence-based core curriculum & instruction Assessment system and data-based decision making
KSDE - July 2007 Draft
Utahs 3 Tier Model of Reading Instruction Utah

Tier 1: Core Classroom Instruction Tier 1 refers to core classroom instruction for all students utilizing scientifically based reading research. Tier 2: Supplemental Targeted Instruction Tier 2 provides supplemental targeted instruction in addition to Tier 1, and addresses the specific needs of students who do not make adequate reading progress in Tier 1. Tier 3: Intensive Targeted Intervention Tier 3 is designed to provide intensive, targeted intervention to the most at-risk readers. Student Movement Through the Tiers Student movement through the 3 Tiers is a fluid process based on student assessment data and collaborative team decisions. At any time during this process, a student may be referred for consideration for a 504 plan and/or special education evaluation. Tutoring may be necessary in any of the tiers to provide extra practice and support to help students maintain benchmark progress.
76
Utah RtI Model
Utah RtI Model
77
Utah RtI Model
78
We acknowledge the need for schools to move beyond pious mission statements pledging learning for all and to begin the systematic effort to create procedures, policies, and, and programs that are aligned with that purpose.
Thriving on CHAOS Together CONTEXT
2003
SHARED PRINCIPLES MISSION

Strategies Action Plans
STRUCTURE
TOOLS
SUPPORT
ONGOING EVALUATION
79
Making the Leap From Good to Great: 8 Characteristics

1. 2. 3. 4. 5. 6. 7. 8. Leadership: Personal Humility and Professional Will The RIGHT people are the most important asset. Confront the brutal facts and never lose faith. Simplicity about what: Passionate Focus, Best in the World, Driving the Economic Engine The Culture of Discipline: People to Thought to Action Technology-Not primary AND Pioneers in the Application Pushing a giant heavy flywheel in one direction Good to Great leads to Built to Last Collins, 2001
Built to Last Preserve the Extraordinary Purpose
AND
Consider no organizational chart as sacred
Collins & Porras, 1997
80
The Tyranny of OR The Genius of AND

Were not talking about mere balance here. Balance implies going to the midpoint, fiftyfifty, half and halfA highly visionary company does not want to blend yin and yang into a gray, indistinguishable circle that is neither highly yin nor highly yang; it aims to be distinctly yin and yang both at the same time, all the time.
Collins & Porras, 1994, in DuFour, et al., 2004
One of the most damaging examples of the Tyranny of OR is the belief that a focus on academics results in indifference to all or the other factors that constitute the well-being of a student.
81
Good to great transformations never happened in one fell swoop. There was no single defining action, no grand program, no one killer innovation, no solitary lucky break, and no wrenching revolution. Good to great comes by a cumulative processstep by step, action by action, decision by decision, turn by turn of the flywheelthat adds up to sustained and spectacular results.
Collins, 2001
THE 6 RIGHTS
STRUCTURE PROCESS PEOPLE INFORMATION DECISION MAKING REWARDS
Franklin Covey Company, from The 4 Roles of Leadership
82
Principles to guide schools efforts to sustain the professional learning community model until it becomes deeply embedded in the culture of the school:
Big Idea #1: Ensuring That Students Learn Big Idea #2: A Culture of Collaboration Big Idea #3: A Focus on Results
DuFour, 2004
Three Critical Questions that Drive the Work of Those Within a Professional Learning Community
1. What do we want each student to learn? 2. How will we know when each student has learned it? 3. How will we respond when a student experiences difficulty in learning?
The answer to the third question separates learning communities from traditional schools.
DuFour, 2004
83
In the Professional Learning Community, failure is not an option! Student success is not a variable, it is a given. Time and resources are the only variables.
When schools make working and learning optional, both students and teachers can take the easy way out. Conversely, when schools create a system of interventions , students are held accountable. Their schools bombard them with the message that We will not let you off the hook. We will see to it that you do what is necessary to be successful. We wont place you in less rigorous curriculum, nor will we lower our standards for this course or grade level. We will give you the support, time, and structure to help you be successful, but we will not lower the bar. This approach is the antithesis of enabling.
84
Action Orientation
Their efforts were guided by what Michael Fullan has described as coherence the extent to which the schools programs for students and staff are coordinated, focused on learning goals, and sustained over a period of time. The unrelenting focus on the three critical questions helped these schools bring coherence to their efforts. The shift from a focus on teaching to a focus on learning is a powerful coherence-maker,
Fullan, 2001 in DuFour,
et al., 2004
When you start with an honest and diligent effort to determine the truth of the situation, the right decisions often become self-evident.You absolutely cannot make a series of good decisions without first confronting the brutal facts.
Jim Collins, 2001, in DuFour, et al., 2004
85
Rick Stiggins differentiates between formative and summative assessment by clarifying that the former is assessment for learning while the latter is assessment of learning.
Stiggins, 2002 in DuFour, et al., 2004
The difference between a formative and summative assessment has also been described as the difference between a physical and an autopsy. Professional Learning Communities prefer physicals to autopsies.
86
Commitment to Continuous Improvement

Becoming a Professional Learning Community is a wonderful journey, even if the journey has no final destination.
Assessment for LearningTogether

Understand and articulate in advance of teaching the achievement targets their students are to hit. Inform their students about those learning goals in terms that students understand, from the very beginning of the teaching and learning process. Develop assessment exercises and scoring procedures that accurately reflect student achievement. Use classroom assessments to build students confidence in themselves as learners and help them take responsibility for their own learning. Translate classroom assessment results into frequent descriptive feedback for students. Continuously adjust instruction based on the results of classroom assessments. Engage students in regular self-assessment with standards held constant so that students can watch themselves grow over time and thus feel in charge of their own success. Actively involve students in communicating with their teacher and their families about their achievement status and improvement.
Stiggins, 2002, in DuFour, et al., 2004
87
Marzano (2003) has described three different levels of curriculum. The first is the intended curriculum what we intend for each student to learn. The second is the implemented curriculumwhat is actually taught. The third is the attained curriculum what students actually learn.
A Professional Learning Community will, instead, create a school-wide system of interventions that provides all students with additional time and support when they experience initial difficulty in their learning.
88
4 Questions for the school trying to be a Professional Learning Community
1. Is our response based upon INTERVENTION rather than remediation? 2. Is our response SYSTEMATIC? 3. Is our response TIMELY? 4. Is our response DIRECTIVE?
Myths about Creating a System of Interventions
1. Doesnt this system of interventions simply enable students to act irresponsibly? 2. Are we forgetting the whole child? 3. But arent we neglecting the gifted and high-achieving child? 4. Isnt this what special education is designed to do? DuFour, et al., 2004
89
Focus on Results
Because they are committed to the success of each student, these schools do not simply offer time and support; they direct students to devote the time and avail themselves of the support that will lead to success
The Stretch Culture

The Professional Learning Community model is based on the premise that all student benefit when placed in a challenging and supportive environment. The staff of a Professional Learning Community attempts to create a culture that stretches all students beyond their comfort zone and then provides the support to help them be successful in meeting the challenge.
90
When the members of a staff make a powerful paradigm shift, when they begin to create effective systems of intervention that ensure struggling students receive additional time and support, their collective sense of confidence in their ability to help all students will be enhanced.
Unfortunately, structural changes have little lasting impact unless the changes ultimately become deeply rooted in the schools culturethe assumptions, beliefs, expectations, values, and habits that constitute the norm for that school. DuFour, et al., 2004
91
Cultural Shifts for Developing the Culture of a Professional Learning Community

1. 2. 3. 4. 5. 6. 7. 8. From a focus on teaching to a focus on learning From working in isolation to working collaboratively From focusing on activities to focusing on results From fixed time to flexible time From average learning to individual learning From punitive to positive From teacher tell/student listen to teacher coaching/student practice From recognizing the elite to creating opportunity for many winners DuFour, et al., 2004
Schools that attend to both strategies building a collaborative culture that focuses on student learning and creating a system of timely interventions for students experience a powerful synergy.
92
The Bottomline
We do whatever it takes.
93
The Principle of
The distribution of power among others in an effort to get more power in return.
Power Investment
Sergiovanni, 1990
Collins found that unsuccessful organizations pursued a structure of one charismatic visionary leader with lots of helpers, while great organizations purposefully dispersed leadership throughout the organization.
DuFour, 2007
94
Leadership...is a team performance. Collaboration is a social imperative. Without it, people cant get extraordinary things done in organizations.
Konzes & Pozner, 2003
We must recognize that collective leadership is not just a feel good philosophy: it is the best way to achieve results and is consistent with our moral purpose of helping all students learn at high levels.
DuFour, 2007
95
The main mark of an effective principal is not just his or her impact on the bottom line of student achievement, but also on how many leaders he or she leaves behind who can go even further.
Fullan, 2004
96
Strong Principals Who Empower Teachers (Simultaneous Loose/Tight Leadership)

Leadership was widely distributed in each of four schools.
The collaborative team process in place in each of the schools was designed to encourage very fluid situational leadership.
Commitments to Face Adversity, Conflict, and Anxiety At the same time they are encouraging autonomy and discretion, principals must insist on adherence to certain tenets that are essential to the Professional Learning Community concept and make it clear that teachers autonomy does not extend to disregarding those tenets. These leaders encourage freedom within parameters an ethic of entrepreneurship within a culture of discipline. Collins, 2001
97
Change zealots tend to demonize resisters, but they are not really bad people. Like all of us, they are product of their history. They have had experiences that have led to the adoption of certain deeply ingrained behaviors and habitsThe best solution is usually honest dialogue.
John Kotter, 1996, in DuFour, et al., 2004
Transparent Leadership
We have learned that a change which requires individual commitment to succeed can be initiated anywhere in the organization but is only fueled by natural energy. And this natural energy is inspired and maintained by certain kinds of leaders; leaders who practice what Barbara Pagano calls transparent leadership. The transparent leaders are those who build credibility through overwhelming honesty, real vulnerability, fierce conversations, keeping commitments, grace, humility, composure and sincere cheerleading.
Lundin, 2004 in Pagano&Pagano, 2004
98
Credibility Through Responsible Transparency

Nine Behaviors: 1. Being overwhelmingly honest 2. Gathering intelligence 3. Being Composed 4. Letting your guard down 5. Keeping promises 6. Properly handling mistakes 7. Delivering bad news well 8. Avoiding destructive comments 9. Showing others that you care Pagano&Pagano, 2004
99
This above all to thine own self be true, and it must follow, as the night the day, thou canst not then be false to any man.
Shakespeare
100
One man can not do right in one department of life whilst he is occupied doing wrong in any other department. Life is one indivisible whole.
Mahatma Gandhi
To know and not do is really not to know.
Covey, 2002
101
Franklin Covey,1998
www.speedoftrust.com
Covey, 2006
102
Myths and Realities of Trust

MYTH
Trust is soft. Trust is slow. Trust is built solely on integrity. You either have trust of you dont. Once lost, trust cannot be restored. You cant teach trust.
REALITY
Trust is hard, real, and quantifiable. It measurably affects both speed and cost. Nothing is as fast as the speed of trust. Trust is a function of both character (which includes integrity) and competence. Trust can be both created and destroyed. Though difficult, in most cases lost trust can be restored. Trust can be effectively taught and learned, and it can become a leverageable, strategic advantage. Not trusting people is a greater risk. Establishing trust with the one establishes trust with the many.
Trusting people is too risky. Trust is established one person at a time.
Covey, 2006
The Five Dysfunctions of a Team

Inattention to
Results
Avoidance of
Accountability
Lack of
Commitment
Fear of
Conflict
Absence of
Trust
Lencioni, 2002
103
Members of Truly Cohesive Teams:
Trust one another Engage in unfiltered conflict around ideas Commit to decisions and plans of action Hold one another accountable for delivering against those plans Focus on the achievement of collective results
Lencioni, 2002
5 Waves of Trust
1. Self Trust: The key principle-credibility 2. Relationship Trust: The key principleconsistent behavior 3. Organizational Trust: the key principlealignment 4. Market Trust: The key principlereputation 5. Societal Trust; The key principlecontribution
Covey, 2006
104
The 4 Cores of Credibility
1. 2. 3. 4.
Integrity Intent Capabilities Results
Covey, 2006
The Golden Rule (Its true in all cultures.)
Golden Rule Across the Globe
Brahmanism: This is the sum of duty: Do naught unto others which cause you pain if done to you. Buddhism: Hurt not others in ways that you yourself would find hurtful. Confucianism: Surely it is maxim of loving kindness: do not unto others what you would not have them do unto you. Taoism: Regard you neighbors gain as your gain and your neighbors loss as your loss. Zoroastrianism: The nature alone is good which refrains from doing unto another whatsoever is not good for itself. Judaism: What is hateful to you, do not to your fellowman. That is the entire law; all the rest is commentary. Christianity: All things whatsoever ye would that men should do to you, do ye even so to them; for this is the Law of the Prophets. Islam: No one of you is a believer until he desires for his brother that which he desires for himself.
Covey, 2006
105
13 Trust Behaviors
Flow initially from Character: 1. Talk Straight 2. Demonstrate Respect 3. Create Transparency 4. Right Wrongs 5. Show Loyalty Flow from Competence 6. Deliver results 7. Get Better 8. Confront Reality 9. Clarify Expectations 10. Practice Accountability Flow from both almost equal mix of Character and Competence: 11. Listen First 12. Keep Commitments 13. Extend Trust
Covey, 2006
Trustworthiness
Character
Integrity Maturity Abundance Mentality
Competence
Technical Conceptual Interdependency
Judgment
106
Think and Discuss Am I trustworthy? Why is that important? Who do I trust? Why? What happens in a high trust relationship? Low trust? What characterizes a high trust organization? Low trust organization? Why is trust important?
Extending trust to others rekindles the inner spiritboth theirs and ours. It touches and enlightens the innate propensity we all have to trust, and to be trusted. It brings happiness to relationships, results to work, and confidence to lives. Above all, it produces and extraordinary dividend in every dimension of our lives: the speed of trust.
Covey, 2006
107
Leadership:
Getting results in a way that inspires trust.
Covey, 2006
The Extraordinary Leader

This book examines the leader as seen through the eyes of those being led (subordinates), and influenced (peers), and those who manage the leaders (bosses) and the leaders themselves with our database of some 200,000 responses, using 360-degree questionnaires. We focus on the question: What do these three groups (subordinates, peers, and bosses) notice? What do they see in great leaders that sets them apart from the average ones? We conclude that the best way to understand leadership is to examine the impact leasers have on the people they lead. It is the subordinates view we value the most. We began our analysis by identifying the top 10 percent of managers a seen through the eyes of their subordinates, peers, and bosses and compared them to the bottom 10 percent. Zenger & Folkman, 2002
108
The Leadership Tent Floor

Leading Organizational Change
Focus on Results
Character
Interpersonal Skills
Personal Capability
The Leadership Tent Floor5 Tent Poles (Building Blocks) Character Personal Capability Focus on Results Interpersonal Skills Leading Organizational Change
Zenger & Folkman, 2002
109
Character
Ethical standards, integrity, and authenticity of the leader are extremely important. The more people can see inside, the more highly regarded the leader will be.
Personal Capability
Individual make up includes analytical and problem-solving capabilities, technical competence, ability to create a clear vision and sense of purpose, being emotionally resilient, able to trust others, and be selfconfident.
110
Focus on Results
Leaders may be wonderful human beings, but if they dont produce sustained, balanced results they simply are not good leaders.
Interpersonal Skills
Leadership is expressed through the communication process and is the impact that one person (the leader) has on a group of other people.
111
Leading Organizational Change

Caretaker managers can keep things going on a steady path, but leaders are demanded it the organization is to pursue a new path or rise to a significantly higher level of performance.
The Extraordinary Leader, 20 Insights

1. Great Leaders make a huge difference, when compared to merely good leaders. 2. One organization can have many great leaders. 3. We have been aiming too low in our leadership development activities. 4. The relationship between improved leadership and increased performance is neither precisely incremental nor is it linear. 5. Great leadership consists of possessing several building blocks of capabilities, each complementing the others. 6. Leadership culminates in championing change. 7. All competencies are not equal. Some differentiate good from great leaders, while others do not. 8. Leadership competencies are linked closely together. 9. Effective leaders have widely different personal styles. There is no right way to lead. 10. Effective leadership practices are specific to an organization
112
The Extraordinary Leader, 20 Insights (cont.)

11. 12. 13. 14. 15. 16. 17. 18. The key to developing great leadership is to build strength. Powerful combinations produce nearly exponential results. Greatness is not caused by the absence of weakness. Great leaders are not perceived as having major weaknesses. Fatal flaws must be fixed. Leadership attributes are often developed in non-obvious ways. Leaders are made, not born. Leaders can improve their leadership effectiveness through selfdevelopment. 19. The organization, with a persons immediate boss, provides significant assistance in developing leadership. 20. The quality of leadership in an organization seldom exceeds that of the person at the top.
Personal Capability 2.
16 Competencies of the Top 10% of Leaders integrity and honesty Character 1. Displaying high
Technical and professional expertise Solving problems and analyzing issues Innovation Practicing self-development Focus on results Establish stretch goals Take responsibility for outcomes/initiative Communicating powerfully and prolifically Inspiring and motivating others to high performance Building relationships Developing others Collaboration and teamwork Developing strategic perspectives Championing change Connect internal groups with the outside world
3. 4. 5. Focus on Results 6. 7. 8. Interpersonal Skills 9. 10. 11. 12. 13. Leading Organizational 14. Change 15. 16.
113
25 Ways leaders can improve the attributes or behavior that are vital in producing results.
1. Decide to become a great leader. 2. Develop and display high personal character. 3. Develop new skills. Enroll in developmental experiences. 4. Find a coach. 5. Identify your strengths.
25 Ways leaders can improve the attributes or behavior that are vital in producing results. (cont.)
6. Identify your weaknesses, and then find ways to make them irrelevant. 7. Fix fatal flaws. 8. Increase the scope of your assignment. 9. Connect with good role models. 10. Learn from mistakes and negative experiences.
114
11. Seek ways to give and receive productive feedback and learn to absorb it in an emotionally healthy way. 12. Learn from work experiences. 13. Study the current reality the organization faces. 14. Learn to think strategically. 15. Communicate with stories.
16. Infuse energy into every situation. 17. Allocate specific time to people development. 18. Weld your team together. 19. Build personal dashboards to monitor leadership effectiveness. 20. Plan and execute a change initiative.
115
21. Become a teacher/trainer. 22. Study the high performers and replicate their behavior with others. 23. Volunteer in your community. 24. Practice articulating your vision for the firm and your group. 25. Prepare for your next job. Think ahead regarding the skills you will need.
The Organizations Role in Developing Extraordinary Leaders

Define the results you seek from leaders and how those results link to the strategy of the organization. Set extremely high expectations for leaders. Involve senior executives in leadership development. Focus development efforts on strengths. Use powerful learning methods that change behavior. Emphasize action learning projectsor work on projects that matter. Create a culture of feedback. Transform complexity into simplicity. Involve your leaders as teachers. Make development a longer-term process, not an event. Build accountability into the development process Plan developmental experiences for leaders. Celebrate successes. Zenger & Folkman, 2002
116
It ought to be remembered that there is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things. Because the innovator has for enemies all those who have done well under the old conditions, and lukewarm defenders among those who may do well under the new.
Machiavelli
117
It is through the idealism of youth that man catches sight of truth, and in that idealism he possesses a wealth which he must never exchange for anything else.
Albert Schweitzer
Idrealistic Leadership
While leaders need a few key big ideas to provide the conceptual framework and coherence essential to successful school improvement, it is equally imperative that they recognize the need for specific, short-term implementation steps to advance those ideas. They can paint an attractive picture of the desired future state of the school, but they must balance this futuristic vision of what the school is working toward with steps that can be taken today.
118
When you
are being run out of town, make it look like a parade.
Always remember, it is easier to get forgiveness than permission or
Proceed until apprehended!
119

Leadership 8th Habit

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The 8th Habit: Understanding My Own Voice and Leadership Style

Stevan Kukic, PhD VP, Sopris West Educational Services stevek@sopriswest.com

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This concludes your three minute management course.

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The Special Educators Blues

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Leadership Secrets of Jean Luc Picard

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Basic Leadership Findings

Focus on Results + Interpersonal Skills

The Four Imperatives of Great Leaders

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The Four Imperatives of Great Leaders

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The Four Essential Systems that Drive Success

From Good to Great Leadership

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The Paradoxical Commandments of Leadership

Top 10 To Do List for Change

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Leadership is like Herding Cats.

A New Surthrival Strategy

Ten Principles of Power

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Daddy, If you want to, you can.

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Owning Your Own Shadow Robert A. Johnson 1991

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We Teach Who We Are

The Essence of Reform

Bad vs. Good Teachers

Identity and Integrity

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Developing and Using Your Voice

Maturity comes with age

Sometimes age comes alone!

Growing old Mandatory Growing up Optional

NOT JUST TALL

YOU ARE A CHILD OF GOD.

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